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Recent Tutoring Session Reviews

★ ★ ★ ★

"The student and I reviewed for his chapter 9 test tomorrow. We got through about half of the review packet and he seems to have a pretty good grasp on the concepts. He needs to continue going to the rest of the packet tonight, and I told him that before I left. "

★ ★ ★ ★ ★

"Today's session with the student went really well. We reviewed his homework for the first part of chapter 12. The student has been doing better. The student has a great attitude always. "

★ ★ ★ ★ ★

"We spent our session reviewing several formulas for area of polygons and surface area and volume of 3-d shapes. We covered the general formula for the area of a triangle as well as the law of sines to find area another way. We worked on the derivations of other formulas, such as for the area of a trapezoid, kites, and regular polygons (1/2 apothem*perimeter). We followed the same process for 3-d figures such as spheres, cylinders, cones, and pyramids. I gave him several practice problems to work with each formula, and quiz him on his memory of the formulas. "

★ ★ ★ ★ ★

"We reviewed graphing ordered pairs. The student completed a graphing sheet that involved connecting the dots to form geometric shapes. On the back of this sheet were one- and two-step equations that she solved that revealed an answer to a riddle. She struggled a bit with solving equations using inverse operations. This was both a review and "head's up" on the next lesson that her teacher will begin. She told me that she made 100 on another quiz and that the class also took a test and she feels very confident about her results even though the test has not yet been graded. We also covered the prerequisite skills for this next section on which she scored 100 without any assistance from me. We previewed the properties commutative (+,x), associative property (+,x), and the identity properties. We completed a guided practice activity from her textbook involving mental math by using the aforementioned properties. As usual she was enthusiastic and craved more. I pointed out that mental math involves looking for sums and product that incorporate and/ or result in 10s and 100s. She was amazed that she was doing mental math and informed me that she had struggled with mental math. I left her with a blank copy of the activity that I had brought on graphing and solving one- and two-step equations. We also previewed dimensional analysis. This was another great session, Her enthusiasm is contagious!"

★ ★ ★ ★ ★

"Today we reviewed the materials from the past test. We have gone over all the problems that the student has not received 100% on. We often times realized that the language was correct, but perhaps not fully understood by the instructor. Furthermore, we prepared for the next test which is coming in about a week's time. The topics included CPCTC theorem and various proofs of congruency of triangles, as well as similar problems related to circles. The student is quick in understanding and execution, but may need to slow down a bit and put more explanation into the details of proofs and derivations."

★ ★ ★ ★ ★

"Today, the student and I reviewed mostly math. She is clearly capable of achieving a top-notch math score, but in order to do so, she needs to avoid minor mistakes and become better at recognizing the SAT's patterns. I think that with time and effort, all of that will come. We went over strategies for recognizing when the SAT wants you to see what it's looking for and how to recognize such. On the whole, I think her potential is very promising. I assigned her some work for next week."

★ ★ ★ ★ ★

"Today the student and I began by reviewing question categorization, going through about 20 questions from the guide and discussing the answers to a few that were troublesome. Then we moved on to math practice, with him working through questions and me critiquing his method, offering pointers and additional approaches. From this practice, we learned that he tends to dive into math without doing 'top level' or 'higher order' analysis of the math concepts, and we worked on a general timing guideline to allow him time to do that."

★ ★ ★ ★ ★

"The student and I went over the different forms of a line. I explained that the name of the form itself tells us when to use it; we use slope-intercept form when we know the slope of the line and its y-intercept, and we use point-slope form when we know a point in the line and its slope. After this explanation, the student was able to understand the problems quickly. We went through many examples from his book, and as we went through, I covered all of the special cases he might encounter (horizontal and vertical lines)."

★ ★ ★ ★ ★

"In geometry, we started to discuss the different properties of polygons, including the sum of the interior angles, exterior angles, concavity, regularity, and naming. In biology, we continued talking about complex patterns of inheritance and completed the meiosis activity with Playdough. "

★ ★ ★ ★ ★

"We continued reviewing for the final exam. The topic we focused on was statistics. Most of the session revolved around calculating sample spaces, memorizing vocabulary, and obtaining basic probability. His main concern was figuring out the sample space to calculate probability of certain scenarios. We practiced with examples until he had a solid understanding of the procedures. "

★ ★ ★ ★ ★

"Today, we worked on drawing letters in sand and the sight words a, like, the, can. we, and see. We are trying to build a list of sight words so he is ahead before going into kindergarten. I am also working with him on using paint, particularly drawing in paint, to recognize letters. "

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Private 1-on-1 Tutoring by Gonzaga Honors Students. 4.9/5.0 Satisfaction Rating*

Recent Tutoring Session Reviews